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  • 1.
    Ahn, Song-Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Innovative folk high school programs2016Conference paper (Other academic)
  • 2.
    Ahn, Song-ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kursutveckling inom folkhögskolan: Fyra exampelpå didaktisk innovation2018In: Folkbildning & Forskning Årsbok 2018: Folkhögskolan 150 år / [ed] Ann- Marie Laginder, Eva Önnesjö, Irma Carlsson & Erik Nylander, Förening för Folkbildningsforsning och författarna , 2018, 1, p. 273-286Chapter in book (Other academic)
  • 3.
    Ahn, Song-Ee
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Innovative Program Development in Swedish Folk High Schools2016Conference paper (Other academic)
  • 4.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult Educators’ Professional Development: Perceived consequences of watching oneself teach on videoManuscript (preprint) (Other academic)
    Abstract [en]

    The aim of this paper is to contribute to the question about teachers’ professional development and to explore in what ways this development can be supported by using video. Eight folk high school teachers have, with two years apart, videorecorded their own teaching. When the teachers watched the videos, they interpreted their performance in the classroom. Data from the interviews have been analysed using concepts from pragmatism and symbolic interactionism. The results show that the video tool has contributed to the teachers’ professional development by offering them a concrete and distanced picture of themselves that supports their reflection. The video work helps them to develop on their own terms in relation to the local context. The results contribute to the discussion about whether adult educators’ professionalisation can be seen as uniform or locally situated.

  • 5.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Att se sig själv i lärarrollen2013In: Lärandets mångfald: om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 265-279Chapter in book (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning, folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras, vilket uppdrag de har och vilka pedagogiska ideal som råder.

    Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning, politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.

    Boken vänder sig till studerande vid lärarprogram, studie- och yrkesvägledarprogram, personalvetarprogram, kurser inom pedagogik, samt till yrkesverksamma lärare, folkbildare, studie- och yrkesvägledare, personalvetare och en intresserad allmänhet.

  • 6.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Blir man en bättre folkhögskollärare av att se sig själv undervisa på videofilm?2014In: Årsbok om folkbildning: 2013, Forskning & utveckling / [ed] Föreningen för folkbildningsforskning, Stockholm: Föreningen för folkbildningsforskning och författarna , 2014, p. 90-102Chapter in book (Other academic)
  • 7.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folk High School Teachers’ Professional Development: Supported by watching videos of their own teaching2017In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 37, no 2, p. 103-112Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to the understanding of folk high school teachers’ professional development. Forty-three students, during the last part of their folk high school teacher education, video-recorded and viewed their own teaching sessions. Two years later, eight of them were chosen to do the same again, now as working teachers. The collected data from first occasion was in the form of written reflection documents; the second time it was interview transcripts. Ideas from pragmatism and symbolic interactionism were used when analysing the data. The findings showed that the video tool contributed to the teachers’ professional development, by offering them an image of themselves acting in the classroom. This supported a reflective habit, and gave them more confidence. It helped them to develop on their own terms, in relation to the local context, and to ideas associated with Nordic popular education.

  • 8.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Lärares reflektion och professionella utveckling: Med video som verktyg2013Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the thesis is to contribute to the understanding of how teacher’s professional development can be supported. What have been investigated are the consequences that result from teachers watching video recordings from their own teaching. The results presented are based on a longitudinal investigation. In the first study, student teachers from the last semester of the folk high school teacher program participated. They recorded their teaching during the school-based part of the program, the practicum at a folk high school. What were investigated were situations that surprised the student teachers when they saw themselves on the video recording. They wrote down their reflections and the result showed that the surprises were about their lack of responsiveness in relation to the participants. The student teachers also formulated ideas about how they would act in the classroom. In the follow-up study, some of these teachers, who now had been working as graduated folk high school teachers for two years, once again video recorded one of their lessons. This time the teachers described in interviews that they, on the video recording, could see that they had changed or developed their habits to a more participatory approach. They also described that they acted in a more professional manner. The theory underlying the analysis is based on a pragmatic theory of learning. From symbolic interactionism, the concepts of "I" and "me" have been used, and in this case, to examine the professional aspect of "me", the concept of "professional-me" has been used.

    List of papers
    1. Överraskning och Reflektion: Lärarstudenters lärande från egen videoinspelad undervisning
    Open this publication in new window or tab >>Överraskning och Reflektion: Lärarstudenters lärande från egen videoinspelad undervisning
    2011 (Swedish)Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Studiens fokus är lärande och reflektion och hur denna kan stimuleras genom att folkhögskollärarstudenter videofilmat sin egen undervisning under den verksamhetsförlagda delen av utbildningen . Eva-Marie Harlins studie grundar sig i pragmatisk filosofi och i symbolisk interaktionism. Hon använder sig av John Deweys teori att människor etablerar funktionella vanor. Med det didaktiska verktyget videofilm får lärarstudenterna möjlighet att se sig själva på ett mer distanserat sätt och överraskas av olika saker i sitt eget agerande. De ser sitt ”I” agera, och i enlighet med Herbert Mead s symboliska in teraktionism förän dras d en del av jaget, ”me”, som bär på deras samlade erfarenheter.

    Överraskningarna handlar om bristande lyhördhet både till sig själva och i förhållande till deltagarna men lärarstudenterna uppmärksammar också att de ser en professionell lärare agera på videofilmen. Harlins tolkning av detta är att folkhögskolans tradition och talet om folkhögskoleanda och folkhögskolemässighet skapar stora krav hos lärarna. Det krävs en didaktisk skicklighet hos lärarstudenterna att ställa om till en undervisningsdesign som de oftast inte mött genom sin egen tidigare utbildningshistoria.

    Place, publisher, year, edition, pages
    Linköping: Linköping University Electronic Press, 2011. p. 124
    Series
    LiU-PEK-R ; 256
    Keywords
    Videofilm, lärarutbildning, folkhögskollärare, reflektion, pragmatism, symbolisk interaktionism
    National Category
    Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-72759 (URN)978-91-7393-228-8 (ISBN)
    Presentation
    2010-11-19, D 28, Hus D, Campus Valla, Linköpings universitet, Linköping, 10:00 (Swedish)
    Opponent
    Supervisors
    Available from: 2011-12-06 Created: 2011-12-06 Last updated: 2014-12-01Bibliographically approved
    2. Watching oneself teach: Long-term effects of teachers´ reflections on their video recorded teaching
    Open this publication in new window or tab >>Watching oneself teach: Long-term effects of teachers´ reflections on their video recorded teaching
    (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of “I” and “me”. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented; Shift in the opportunity to speak in favour of the participants; Reduced service orientation; Reduced control and Building relationships.

    Keywords
    Video; teacher; changed habits; reflection; pragmatic philosophy
    National Category
    Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-92092 (URN)
    Available from: 2013-05-07 Created: 2013-05-07 Last updated: 2013-05-07Bibliographically approved
    3. Adult Educators’ Professional Development: Perceived consequences of watching oneself teach on video
    Open this publication in new window or tab >>Adult Educators’ Professional Development: Perceived consequences of watching oneself teach on video
    (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    The aim of this paper is to contribute to the question about teachers’ professional development and to explore in what ways this development can be supported by using video. Eight folk high school teachers have, with two years apart, videorecorded their own teaching. When the teachers watched the videos, they interpreted their performance in the classroom. Data from the interviews have been analysed using concepts from pragmatism and symbolic interactionism. The results show that the video tool has contributed to the teachers’ professional development by offering them a concrete and distanced picture of themselves that supports their reflection. The video work helps them to develop on their own terms in relation to the local context. The results contribute to the discussion about whether adult educators’ professionalisation can be seen as uniform or locally situated.

    Keywords
    Professional development; adult educator; teacher; folk high school; reflection; pragmatism; symbolic interactionism
    National Category
    Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-92093 (URN)
    Available from: 2013-05-07 Created: 2013-05-07 Last updated: 2013-05-07Bibliographically approved
  • 9.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The folk high school enables a special practice2016Conference paper (Other academic)
  • 10.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Utomhuspedagogik - en väg til miljöengagemang2002In: Kunskap utan väggar : perspektiv och metoder för fältstudier i grupp: perspektiv och metoder för fältstudier i grupp / [ed] Johan Arvidsson & Sune Fahlgren, 2002, 1, p. -256Chapter in book (Other academic)
    Abstract [sv]

    Biologer har inte monopol på fältstudier. Utanför skolans väggar väntar den visdom och de erfarenheter som ligger invävda i människors berättelser, sociala samspel och i spännande möten med det främmande. I en snabbt föränderlig värld behöver vi tränas i att undersöka våra olika livsvillkor. Men hur går det till?Med inspiration från forskningstraditioner och bildningsarbete ger författarna i boken både teoretiska reflektioner och konkreta exempel på hur man i grupp kan bearbeta ett innehållsrikt material från en fältundersökning.

  • 11.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Watching oneself teach – long-term effects of teachers’ reflections on their video-recorded teaching2014In: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 23, no 4, p. 507-521Article in journal (Refereed)
    Abstract [en]

    This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of “I” and “me”. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented; Shift in the opportunity to speak in favour of the participants; Reduced service orientation; Reduced control and Building relationships. 

  • 12.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Watching oneself teach: Long-term effects of teachers´ reflections on their video recorded teachingManuscript (preprint) (Other academic)
    Abstract [en]

    This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two years later, eight of these teachers video recorded their teaching again. The interpretation is based on pragmatic philosophy and Mead’s concepts of “I” and “me”. In the interviews, it becomes clear that the majority of the teachers in different ways had changed their habits. It is not only a question of new habits but also of the refinement of previous habits. Four categories of changed habits are presented; Shift in the opportunity to speak in favour of the participants; Reduced service orientation; Reduced control and Building relationships.

  • 13.
    Harlin, Eva-Marie
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Överraskning och Reflektion: Lärarstudenters lärande från egen videoinspelad undervisning2011Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    Studiens fokus är lärande och reflektion och hur denna kan stimuleras genom att folkhögskollärarstudenter videofilmat sin egen undervisning under den verksamhetsförlagda delen av utbildningen . Eva-Marie Harlins studie grundar sig i pragmatisk filosofi och i symbolisk interaktionism. Hon använder sig av John Deweys teori att människor etablerar funktionella vanor. Med det didaktiska verktyget videofilm får lärarstudenterna möjlighet att se sig själva på ett mer distanserat sätt och överraskas av olika saker i sitt eget agerande. De ser sitt ”I” agera, och i enlighet med Herbert Mead s symboliska in teraktionism förän dras d en del av jaget, ”me”, som bär på deras samlade erfarenheter.

    Överraskningarna handlar om bristande lyhördhet både till sig själva och i förhållande till deltagarna men lärarstudenterna uppmärksammar också att de ser en professionell lärare agera på videofilmen. Harlins tolkning av detta är att folkhögskolans tradition och talet om folkhögskoleanda och folkhögskolemässighet skapar stora krav hos lärarna. Det krävs en didaktisk skicklighet hos lärarstudenterna att ställa om till en undervisningsdesign som de oftast inte mött genom sin egen tidigare utbildningshistoria.

  • 14.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Arbouz, Daphne
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Normkritik och folkbildning2015In: Folkbildning & Forskning Årsbok 2014-2015 / [ed] Föreningen för folkbildningsforskning, Föreningen för folkbildningsforskning och författarna , 2015, p. 105-116Chapter in book (Other academic)
  • 15.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Bjuremark, Anna
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Nyström, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Lärande på vuxnas vis.: Lockbeten oh konsumentupplysning i rekrytering av studenter2009Chapter in book (Other academic)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 16.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Om erkännande och anställningsbarhet.2016In: Anställningsbarhet: Perspektiv från utbildning och arbetsliv / [ed] Sparrhoff & Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 191-210Chapter in book (Other academic)
  • 17.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Om erkännande och anställningsbarhet2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 191-209Chapter in book (Other academic)
1 - 17 of 17
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  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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